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Hasan Baharun
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INDONESIA
Indonesian Journal of Progressive Pedagogy
Published by Al-Qalam Institute
ISSN : 30903793     EISSN : 30904374     DOI : https://doi.org/10.61987/ijpp
Core Subject : Humanities, Education,
Humanities Education Other
Indonesian Journal of Progressive Pedagogy is a peer reviewed, open access journal dedicated to advancing innovative and transformative pedagogical practices in education. It provides a platform for researchers, educators, and policymakers to share their work on contemporary educational theories, methodologies, and policies. Indonesian Journal of Progressive Pedagogy focuses on progressive educational practices, inclusive education, curriculum design, the integration of digital tools, teacher development, and global perspectives in education. The journal emphasizes research that transforms traditional educational models, enhances learning outcomes, and addresses students diverse needs, especially those from marginalized communities. Indonesian Journal of Progressive Pedagogy covers many topics, including student centered learning, critical pedagogy, educational technology, educational leadership, and cross cultural studies. The journal publishes original research using various qualitative, quantitative, and mixed methods studies. It aims to foster collaboration and interdisciplinary approaches to promote the development of transformative education practices.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 2 (2026)" : 5 Documents clear
Reframing Instructional Paradigms for Generation Alpha: From Teacher-Centered to Student-Centered Pedagogy Febby Rizka Tamami; Aminatur Rosyidah
Indonesian Journal of Progressive Pedagogy Vol. 2 No. 2 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/ijpp.v2i2.1280

Abstract

The ongoing debate between student-centered and teacher-centered pedagogy highlights the need for evidence-based integration suited to Generation Alpha learners. This study aims to examine how student-centered, teacher-centered, and integrative instructional models influence engagement, conceptual clarity, and critical thinking skills. Using a qualitative multi-method design, data were collected over eight weeks from teachers, students, and school leaders through structured classroom observations, semi-structured interviews, and analysis of documented learning artifacts. The findings show that student-centered pedagogy increased voluntary participation, multidirectional interaction, and digital enthusiasm; teacher-centered instruction enhanced structured conceptual understanding through systematic sequencing and summarization; and the integrative model produced documented evidence of analytical reasoning, comparative evaluation, and evidence-based argumentation in student outputs. The study contributes an integrative pedagogical framework that bridges instructional paradigms. It recommends balancing structured guidance with collaborative inquiry and digital integration to optimize engagement, clarity, and the development of higher-order thinking.
The Influence of Professional Identity, Learning Motivation on Learning Engagement among Vocational Architecture Students Kaijun Du; Krittavit Bhumithavara
Indonesian Journal of Progressive Pedagogy Vol. 2 No. 2 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/ijpp.v2i2.1389

Abstract

Learning engagement has emerged as a central indicator of quality in higher education amid the growing emphasis on student-centered evaluation. This study aims to examine the influence of professional identity and learning motivation on learning engagement among vocational architecture students. A quantitative approach was employed involving 312 students selected through stratified random sampling. Data were collected using validated questionnaires that measured professional identity, intrinsic and extrinsic learning motivation, and learning engagement, and were then analyzed using structural equation modeling. The results indicate that professional identity significantly predicts learning engagement (β = 0.41, p < 0.001), while intrinsic motivation shows a stronger effect (β = 0.46, p < 0.001) than extrinsic motivation (β = 0.18, p < 0.05). Together, the variables explain 62% of the variance in learning engagement. This study contributes to understanding the internal psychological determinants of engagement in vocational education. The findings suggest strengthening professional identity formation and fostering intrinsic motivation to enhance student engagement.
The Effectiveness of Kahoot as an Interactive Learning Media on Students' Motivation, Activities, and Mathematics Learning Outcomes Budi Sarjana; Fatikhatun Nikmatus Sholihah; Ospa Pea Yuanita Meishanti
Indonesian Journal of Progressive Pedagogy Vol. 2 No. 2 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/ijpp.v2i2.1757

Abstract

The integration of digital learning technologies has become increasingly important for fostering interactive and student-centered learning environments. This study aims to examine the effectiveness of Kahoot as an interactive learning medium in improving students’ motivation, learning activities, and mathematics learning outcomes. The research employed a mixed-methods sequential explanatory design involving 32 seventh-grade students and two mathematics teachers. Quantitative data were collected through pre–post tests, motivation questionnaires, and classroom observation sheets, while qualitative data were obtained through semi-structured interviews and documentation. The results showed significant improvements in students’ learning outcomes, with the mean score increasing from 52.33 to 78.67 and mastery achievement rising from 33.3% to 90%. Learning motivation increased from a mean score of 61.2 to 82.5, while classroom participation improved from 30% to 100%. These findings indicate that Kahoot effectively enhances cognitive, motivational, and behavioral aspects of learning. The study contributes to the literature by integrating cognitive and engagement dimensions within a mixed-methods framework and recommends integrating gamified digital platforms into mathematics instruction.
Strengthening the Inclusive Role of Muslim Communities in the Digital Space: Preaching Strategies and Social Media Literacy in the 5.0 Era Slamet Pamuji
Indonesian Journal of Progressive Pedagogy Vol. 2 No. 2 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/ijpp.v2i2.1788

Abstract

Digital religious communication increasingly occurs through social media platforms, requiring new strategies to foster inclusive engagement and critical participation. This study aims to examine how inclusive preaching practices, media literacy, and algorithm awareness contribute to strengthening the inclusive role of Muslim communities in digital spaces. The research employed a qualitative approach involving interviews with preachers and community members, observations of digital preaching interactions, and documentation of digital literacy activities. Data were analyzed through thematic interpretation to identify patterns of engagement and critical awareness. The findings show that inclusive dialogic preaching encourages participatory engagement through interactive discussions and direct responses to audience questions. Observations also reveal that media literacy practices such as verifying information sources, comparing scholarly opinions, and delaying content sharing until confirmation enhance critical awareness in online discussions. In addition, documentation of educational activities indicates that algorithm-awareness programs encourage users to diversify their information sources and reduce echo-chamber effects. This study contributes a conceptual integration of dialogic preaching, media literacy, and algorithm awareness as strategies for inclusive digital religious engagement and recommends strengthening community-based digital literacy initiatives.
Strategies for Internalizing Islamic Religious Values in Early Childhood Through the Storytelling Method Jimi Harianto; Siti Sholeha; Khaqiqotul Istiqomah
Indonesian Journal of Progressive Pedagogy Vol. 2 No. 2 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/ijpp.v2i2.1803

Abstract

Early childhood Islamic religious value education necessitates Early childhood character formation, which requires developmentally appropriate approaches to internalise moral and religious values effectively. This study aims to identify and analyse strategies for internalising Islamic religious values through storytelling in early childhood education. A descriptive qualitative case study design was employed involving three teachers, five parents, and twenty children as observation subjects, with data collected through passive participatory observation of 12 learning sessions, in-depth interviews, and document analysis. Thematic analysis using an interactive model was conducted to identify recurring pedagogical patterns. The findings reveal four integrated strategies used by teachers: contextual preparation of story materials, interactive and dramatic storytelling delivery, participatory activation through question–and–answer and role-playing activities, and transformative reinforcement by connecting stories with children’s daily experiences. Observational data from 240 behavioural responses show the predominance of active verbal and nonverbal participation among children during storytelling sessions. The study contributes a cyclical-integrative storytelling strategy model and recommends its application in teacher training and curriculum development to strengthen Islamic character education in early childhood learning contexts.

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